EMOTIONAL Factor –
collecting data
Methods of collecting Data –
Questionnaires and Written tests
Using questionnaires / tests to collect data for emotional, mental or
social factors can be a useful tool.
Issues which you should consider before carrying out any test include
*
Is the test reliable ie can you depend on the results it generated from
sitting the test
Is the valid (validity) ie the degree or extent to which the test actually
measures what it claims eg does it accurately measure anxiety or
emotional state of mind or motivation etc
Are the conclusions (ie strengths and weaknesses) and any discussions
made both appropriate and useful. In other words you you have faith in
the findings of the questionnaire
Is the questionnaire specific to the factor you are gathering information
on
Pupil task
Choose a written test or questionnaire for either mental, emotional or
social – see data collection folder on web site for a list of tests complete
the table below
Name of test
Advantages / Good points
Disadvantages / Bad points
Complete the table based on the following
Useful learning aid – brianmac.co.uk/scat
Key words – reliability, validity, specificity
Easy/difficult to complete
Peoples views/opinions on test/questionnaire
Athlete’s emotional state when completing test/questionnaire
prior knowledge of test
Pupil task - Now use the completed table above to any the question
below . Analyse in detail a method of collecting data for a mental,
emotional or social factor
Methods of Collecting Information
Feedback – Internal and External
Confidence / Anxiety
A skilled coach can make a big difference to the overall success rate of a
performer by pointing out where small improvements can be made . This is
done through positive feedback.
This improvement to performance will ultimately improve confidence or
reduce anxiety before an event. Often how you are feeling (happy, sad or
angry can be seen in the manner in which you perform.
 
It is possible to match up your personal feelings with what you see on the
video analysis of your performance – a good coach will notice this and act
on it. Finding the cause or source of your feelings is often the key to
improving your performance eg eradicate the source of anxiety will help
with your overall performance and improve other factors such as
concentration, confidence, motivation and determination
Pupil task –Describe an example from your own experience or (from a top
class athlete) where you were lacking confidence or were anxious before
the event. How did it affect your performance and what if anything did you
do to combat it
A coach as well as providing information about your performance
technique should also write comments about a specifically identified factor
eg the lack of confidence or high levels of anxiety before an event
Feedback from the coach should be
Meaningful – don’t just provide analysis, make points which the athlete can
act on. Very often this alone can raise the confidence of a performer – just
knowing there are solutions to the problem. For example if before the
badminton competition the player looked anxious the coach should
notice this and suggest an approach to overcome this eg visualization
techniques
Written (this gives a permanent record which you can look over again and
again) as soon as possible after the event so that it is fresh in their mind
Positive - to build up confidence as well as to develop performance the
coach should use positive – negative –positive. Start with all the positives
then add in an area to develop preferably with a solution eg visualization
techniques as described above and finish on a positive
Pupil task – describe two possible examples where you could use positive
– negative-positive feedback technique
To improve the reliability of the feedback (ie you can depend on it)
coaches should provide video analysis as well as written comments - as
this allows the performer to see their ‘actions’ eg nervous emotional state
before during and after the event
The coach can use this analysis to show the athlete’s emotional state and
has the evidence to show in the relaxed atmosphere after the event.
Often an athlete is unaware of their actions especially before an
important event and seeing the video analysis may highlight the problem
they have to work on
Internal / kinesthetic feedback
The performer can use their own feelings about their performance
(especially a more experienced performer)
This can be done in the form of a personal reflection diary or just by taking
notes about their feelings before the event. Questions such as
Am I nervous
Do I look / feel confident
Am I talkative/quiet/hyper
These feelings are all subjective ie in your opinion and not objective which
is fact
A reflective dairy could look like this
Feelings before
the game
I was quiet. I was
feeling sick with
worry as I know
it is such an
important event
and I know I will
be last. I know a
lot of people are
watching me
Feelings during
the game
Feelings after the
game
I think I need to
I was nervous
I felt quite good
standing on the
after the event I
mat waiting to
know the enxt
start my routine, time I don’t have
my breathing
to be so nervous
was really fats I as my score from
couldn’t control
the judges was
my breathing .
mid table
However once I
(Knowledge of
managed my first
results helped
somersault and
my confidence)
landed well I
started to relax a
bit. I was also
aware of the
crowd and
Work on
relaxation
techniques and
visualization to
block out
negative
thoughts before
the event starts
judges watching
me
Pupil task - complete a reflections diary for one your experiences
Feelings before
the game
Feelings during
the agme
Feelings after
the game
I think I need to
This is a good method of collecting information about your own honest
reflections about how you felt. It is both reliable and valid. The coach’s
comments / feedback can also be used as back up
Sometimes it is easy to forget how you felt before the event / race and this
diary gives permanent record of your feelings and actions for your
complete performance. It also allows you to note any progress you make
over the weeks and note if confidence has improved or anxiety has reduced
Profile of Mood Status
The Profile of Mood Status (POMS) test is a psychological test which asks
performers to indicate how they have been feeling in the past week based
on a series of statements. The performer will select “not at all”, “a little”,
“moderately”, “quite a lot” or “extremely” to indicate how they feel.
The athlete can use their test results to gauge their levels of tension,
depression, anger, vigour, fatigue and confusion.
Profile of Mood Status Test
To take the test visit the link below;
http://www.brianmac.co.uk/poms.htm
Normative Data
Below is a chart showing the norms taken from a large groups of
international, club and recreational athletes.
Group
Tension
Depression
Anger
Vigour
Fatigue
Confusion
International
5.66
4.38
6.24
18.51
5.37
4.00
Club
9.62
8.67
9.91
15.64
8.16
7.38
Recreational
6.00
3.11
3.60
17.78
6.37
4.84
Positive And Negative Affect Schedule Questionnaire
This scale consists of a number of words that describe different feelings and
emotions. Read each item and then list the number from the scale below
next to each word. Indicate to what extent you feel this way right now,
that is, at the present moment OR indicate the extent you have felt this
way over the past week (circle the instructions you followed when taking
this measure)
1
2
3
4
5
Very Slightly or Not at All
Extremely
A Little
Moderately
Quite a Bit
_________ 1. Interested
_________ 11. Irritable
_________ 2. Distressed
_________ 12. Alert
_________ 3. Excited
_________ 13. Ashamed
_________ 4. Upset
_________ 14. Inspired
_________ 5. Strong
_________ 15. Nervous
_________ 6. Guilty
_________ 16. Determined
_________ 7. Scared
_________ 17. Attentive
_________ 8. Hostile
_________ 18. Jittery
_________ 9. Enthusiastic
_________ 19. Active
_________ 10. Proud
_________ 20. Afraid
Scoring Instructions:
Positive Affect Score: Add the scores on items 1, 3, 5, 9, 10, 12, 14, 16, 17,
and 19.
Total = _____________
Scores can range from 10 – 50, with higher scores representing
higher levels of positive affect. Mean Scores: Momentary _ 29.7
( SD _ 7.9); Weekly _ 33.3 ( SD _ 7.2)
Negative Affect Score: Add the scores on items 2, 4, 6, 7, 8, 11, 13, 15, 18,
and 20. Scores can range from 10 – 50, with lower scores representing
lower levels of negative affect. Mean Momentary _ 14.8 ( SD _ 5.4);
Weekly _ 17.4 ( SD _ 6.2)
Total = _____________
SPORT EMOTION QUESTIONNAIRE
Below you will find a list of words that describe a range of feelings that sport performers
may experience. Please read each one carefully and indicate on the scale next to each
item how you feel right now, at this moment, in relation to the upcoming
competition. There are no right or wrong answers. Do not spend too much time on any
one item, but choose the answer which best describes your feelings right now in relation
to the upcoming competition.
Uneasy
Upset
Exhilarated
Irritated
Pleased
Tense
Sad
Excited
Furious
Joyful
Nervous
Unhappy
Enthusiastic
Annoyed
Cheerful
Apprehensive
Disappointed
Angry
Energetic
Happy
Anxious
Dejected
Not at all
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
A little
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Moderately
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Quite a bit
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Extremely
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Scoring Instructions:
Anxiety = (uneasy + tense + nervous + apprehensive + anxious)/5 =
________
Dejection = (upset + sad + unhappy + disappointed + dejected)/5 =
_________
Excitement = (exhilarated + excited + enthusiastic + energetic)/4 =
_________
Anger = (irritated + furious + annoyed + angry)/4 =
_________
Happiness = (pleased + joyful + cheerful + happy)/4 =
________
The response stem can be changed to refer to current or previous competition as required
although the SEQ has only been currently validated for pre-competition use.
SELF REFLECTIVE EMOTION ANALYSIS
Name:
ANGER
Activity:
Event:
FEAR
TRUST
SURPRISE
HAPPY
Date:
Instructions: Based on a recent performance or a
performance about to happen, place an X on each of
the Emotion Targets (if appropriate) to indicate your
perceived emotional status. The athlete should
complete the targets as honestly as possible.
For optimum performance in the sport/activity the X
should be in the centre of the target. The further
away from the centre the less control you have over
the emotion.
Note: Some activities for example need an element
of anger e.g. rugby. If you feel your anger levels are
optimum for rugby, place an X in the centre.
/SAD
The athlete should also complete the questions and
comments on page 2 to indicate more information
or help determine their perceived emotional status.
Emotional Control Record
Identify one player who you will follow for the entire match/game
Ever Identify one player who you will follow for the entire match/game
Every time the player displays one of the behaviour criteria place a tally y
time the player displays one of the behaviour criteria place a tally mark in
the ‘Behaviour Occurrence’ column
At the end of the match/game add the tally marks up and write down a
total for each behaviour criteria
Emotional Self-Reflection Record
Behaviour Criteria
Behaviour Occurrence
Total Behaviour
Occurrences
Player argues/shouts at
referee/umpire
Player argues/shouts at opponent
Player argues/shouts at own
teammate
Player argues/shouts at themself
Do you think you are positive or negative to your team mates?
Do you think you are positive or negative towards your opponents?
Do you think you are positive or negative towards the match officials?
Do you think you are positive or negative towards yourself?
What do you think was the strongest emotion you felt during today’s
performance? (Name more than one if necessary)
How do you think this emotion(s) affected your performance today?
Emotional Intelligence Test
Emotional intelligence (EI) refers to the ability to perceive, control, and evaluate
emotions. Some researchers suggest that emotional intelligence can be learned and
strengthened, while others
claim it is an inborn
Circle the appropriate box
characteristic.
Strongly Agree, Agree, Disagree, Strongly Disagree
SA
4
4
4
1
4
4
1
1
1
A
3
3
3
2
3
3
2
2
2
D
2
2
2
3
2
2
3
3
3
SD
1
1
1
4
1
1
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
1. I am generally aware of how each person feels about the other people in
my team?
2. When I am upset, I can usually pinpoint exactly why I am distressed?
3. While there are some things that I would like to change, I generally like who I
am?
4. When I make mistakes, I often berate and criticise myself and my abilities?
5. I feel comfortable in emotionally charged situations?
6. I tend to avoid confrontations?
7. When I am involved in a confrontation, I become extremely anxious?
8. I am generally aloof and detached until I really get to know a person?
9. I tend to overreact to minor problems?
10. I feel confident about my own skills, talents, and abilities?
11. I would describe myself as a good judge of character?
12. I make the right decisions during a heated argument?
13. I choose the right decision when under pressure?
14. I react well when someone in my team annoys me?
15. I react well when the opposition wind me up?
Add your score to find out your (EI)
60-50= High levels of emotional intelligence
50-30= Medium Levels of emotional intelligence
30> = Low levels of emotional intelligence
What Does Your Score Mean?
People who score high on emotional intelligence tend to be skilled at interpreting,
understanding, and acting upon emotions. They are adept at dealing with social or emotional
conflicts, expressing their feelings, and dealing with emotional situations.
It's important to remember that no matter how good your score is, there is always room to
improve your emotional intelligence. Consider areas where you are not as strong and think of
ways that you can learn and grow. Take stock of your strong points and find ways to continue
to develop and apply these skills.
Mood Testing: Levels from 1 to 5 – Dot on each aspect and join to make profile
Before Games
Halfway
Games Played _______
Results:
Won _____ Lost _____
How do you feel the games went for you?
Finish
Games Played _______
Results:
Won _____ Lost _____
How do you feel the games went for you?
Emotional questionnaire
Emotional fitness is the ability to control negative feelings. Feelings are signals and want
you to act quickly, without thinking, and as the feeling tells you to act. When you act
without thinking, the feeling is controlling you.
How to take the test: Think of the past few weeks, using an average of those weeks, rate
yourself on the indicated scales. Note your score for each question and then add all the
individual scores together for a final score.
1. What is your general mood?
Five
Fantastic
Four
Very Good
Three
Okay
Two
Not Good
One
Very low
Score
Two
Some
One
Too much
Score
Two
Don’t like
One
Hate self
Score
2. How much is stress a part of your life?
Five
No stress
Four
Very little
Three
Normal
3. How do you feel about yourself?
Five
Like self
Four
Mostly like
Three
Okay
4. What are your feelings about most other people?
Five
Like everyone
Four
Like most
Three
Half and half
Two
Dislike most
One
Hate most
Score
5. How much do worries, fear or anxiety interfere with your ability to do what you want
or what needs to be done?
Five
Rarely
Four
Very little
Three
Some
Two
Worry lots
One
Fear rules
Score
One
Anger rules
Score
6. How much trouble do you get into because of anger?
Five
None
Four
Little
Three
Some
Two
Lots
7. How much do you get done despite negative feelings?
Five
High achiever
Four
Get all done
Three
Most done
Two
Lots undone
One
Little done
Score
8. How much hope do you have for the future?
Five
Grand
Four
Good
Three
Fair
Two
Very little
One
None
Score
Total score
____
1. Scoring the Emotional Fitness Snapshot.
2. Score 5 in all categories for a total score of 40 and you are: An Emotional Fitness
Superstar.
3. Score above 35 and you are very emotionally fit.
4. Most people score between 25.and 30.
5. Scores 25 or below indicate a need to improve emotional fitness. You are living
with a lot of stress. Therapy may be indicated in addition to emotional fitness
training.
6. Scores below 20 or scoring 1 in any category indicate a need for therapy. In those
situations, Emotional Fitness Training is a helpful addition to therapy.
Use the Emotional Fitness Snapshot to look at areas you need
to work on.
1. Score below 3 on mood, you need help handling depressed feelings.
2. Score below 3 on stress, you need help managing stress.
3. Score below 3 on feelings about yourself, you need help managing guilt and
shame.
4. Score below 3 on feelings about others, you need help managing anger and
relationship related feelings.
5. Score below 3 in terms of troubles created by negative feelings and you need help
managing all negative feelings, but most likely anger is a major problem.
6. Score below 3 on productivity, you may be physically ill. See your doctor. You
also may be too stressed or dealing with a depression. Talk to a therapist.
7. Score below 3 on hopes for the future, you need to examine your goals and life
mission; as noted above you may be struggling with depression, with too much
stress, or a hard luck life in which trauma’s have left an impact on you.
Discipline Record
Name:
Game length:
Score:
First quarter
Negative body
language to
personal mistake
Negative body
language to team
mistake
Negative verbal
reaction to personal
mistake
Arguing with team
Arguing with the
other team
Second
quarter
Third quarter
Forth quarter
Contesting referee’s
decision
Decrease in effort
Foul
Cynical Foul
Act of
sportsmanship
Off the ball incident
Use of positive
praise
Major incidents that affect discipline: